Problem-Based Learning Lesson Grade Level & Subject Area 6th grade social studies (Ancient Civilizations) Description of Lesson This lesson will seek to address the past and current disputes over water in modern day Turkey, Iraq, and Syria. It is known that the Tigris and Euphrates Rivers allowed for the emergence of the world’s first civilization in Sumer during the reign of Mesopotamia. In addition, these rivers have given life to and provided a solid water source for many years to the aforementioned countries. However, in recent years, the creation of dams in Turkey have slowed down the flow of the river and reduced the amount of water that travels into Iraq and Syria (Daoudy, 2009). Students will not only address this issue, but create a solution to the problem systematically and diplomatically. Oregon State Standard SS.08.HS.05 Understand the political, economic, and cultural impact, and lasting influence of early civilizations on world development (“Online Oregon Standards Newspaper,” 2001, p. 16A). ISTE NETS-S Standards Communication and collaboration (ISTE, 2009) Research and information fluency (ISTE, 2009) Critical thinking, problem solving, and decision making (ISTE, 2009) Technology operations and concepts (ISTE, 2009) Instructional Objectives Through the use of a PBL assignment, students will gather, process, and apply information in order to create a solution to the water disputes in modern day Turkey, Iraq, and Syria. Lesson In a couple days prior to this assignment, I will teach my students about how Mesopotamia came to be the world’s first civilization. During this time students will learn how irrigating the Tigris and Euphrates Rivers led to a surplus of food and the emergence of city life and trade. After students have received this background knowledge, they will understand how vital these rivers were to its preservation. In fact, this information will help students realize that without a viable water source, many civilizations would have ceased to exist. Once students have grasped this concept, I will explain that the fall of Mesopotamia is often linked to a shortage of water caused by constant irrigation and redirection of the Tigris and Euphrates Rivers. Following the background piece of this assignment, I will inform students that the modern day countries that made up ancient Mesopotamia (Turkey, Iraq, and Syria) still struggle from the same problem today. I will inform students that both rivers naturally flow from Turkey to Syria and finally into Iraq. However, both Turkey and Iraq have built major dams to preserve water and generate sources of electricity, which reduces the amount of water that flows through Iraq. Currently, Iraqi farmlands and some Syrian farmlands are in constant jeopardy as Turkey seeks to construct more dams. This is an ongoing problem and threatens the current diplomacy between these countries as not much has been done to resolve this matter. As a result, students will need to come up with a solution to the water crises in these countries. Not only do I want students to explain what can be done in order to assure that Iraq does not lose its only water source, but they should address sanctions and negotiations that all countries can agree upon. In groups of three, students will work collaboratively for the purpose of solving this current day water conflict. Student groups will be given three weeks to complete this PBL assignment and must create some type of final product in order present the solution they have come up with. Students will use the internet in order to gather and synthesize information. In addition, student groups must select from the following technologies to construct their final product: PowerPoint, website, wiki, Web quest, podcast, or blog. This project is relevant because ancient Mesopotamia is a major unit in our 6th grade curriculum. Also, conflict has plagued the Middle East for centuries and the U.S has been involved in many of those conflicts. Accommodations For struggling students or ELL’s, I will provide a list of resources that explain the conflict and my own summary of the issues concerning each country. In addition, students will be placed in heterogeneous groups providing confidence for lower achieving students (Laureate Education Inc., 2009). Some groups who do not feel certain about using the technologies for their final product can present an oral presentation or submit a paper. Assessment Formative assessment will be ongoing and take place from my own personal observations and conferences from each group. Assessing overall student learning will take place from their final products and reflection. A rubric will be created for students to access and while creating their final product. The rubric will list my expectations and the elements that will be considered. Likewise, each student will submit a reflection piece explaining their work ethic and what they learned from completing the PBL assignment. References Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning. Daoudy, M. (2009). Assymetric power: Negotiating water in the Euphrates and tigris [Electronic version]. International Negotiation, 14, 361-391 International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pd Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author. Online Oregon standards newspaper. (2001, April). Oregon Department of Education. Retrieved June 28, 2009, from http://www.ode.state.or.us/teachlearn/real/documents/ss.pdf
Grade Level & Subject Area
6th grade social studies (Ancient Civilizations)
Description of Lesson
This lesson will seek to address the past and current disputes over water in modern day Turkey, Iraq, and Syria. It is known that the Tigris and Euphrates Rivers allowed for the emergence of the world’s first civilization in Sumer during the reign of Mesopotamia. In addition, these rivers have given life to and provided a solid water source for many years to the aforementioned countries. However, in recent years, the creation of dams in Turkey have slowed down the flow of the river and reduced the amount of water that travels into Iraq and Syria (Daoudy, 2009). Students will not only address this issue, but create a solution to the problem systematically and diplomatically.
Oregon State Standard
SS.08.HS.05 Understand the political, economic, and cultural impact, and lasting influence of early civilizations on world development (“Online Oregon Standards Newspaper,” 2001, p. 16A).
ISTE NETS-S Standards
Communication and collaboration (ISTE, 2009)
Research and information fluency (ISTE, 2009)
Critical thinking, problem solving, and decision making (ISTE, 2009)
Technology operations and concepts (ISTE, 2009)
Instructional Objectives
Through the use of a PBL assignment, students will gather, process, and apply information in order to create a solution to the water disputes in modern day Turkey, Iraq, and Syria.
Lesson
In a couple days prior to this assignment, I will teach my students about how Mesopotamia came to be the world’s first civilization. During this time students will learn how irrigating the Tigris and Euphrates Rivers led to a surplus of food and the emergence of city life and trade. After students have received this background knowledge, they will understand how vital these rivers were to its preservation. In fact, this information will help students realize that without a viable water source, many civilizations would have ceased to exist. Once students have grasped this concept, I will explain that the fall of Mesopotamia is often linked to a shortage of water caused by constant irrigation and redirection of the Tigris and Euphrates Rivers.
Following the background piece of this assignment, I will inform students that the modern day countries that made up ancient Mesopotamia (Turkey, Iraq, and Syria) still struggle from the same problem today. I will inform students that both rivers naturally flow from Turkey to Syria and finally into Iraq. However, both Turkey and Iraq have built major dams to preserve water and generate sources of electricity, which reduces the amount of water that flows through Iraq. Currently, Iraqi farmlands and some Syrian farmlands are in constant jeopardy as Turkey seeks to construct more dams. This is an ongoing problem and threatens the current diplomacy between these countries as not much has been done to resolve this matter.
As a result, students will need to come up with a solution to the water crises in these countries. Not only do I want students to explain what can be done in order to assure that Iraq does not lose its only water source, but they should address sanctions and negotiations that all countries can agree upon. In groups of three, students will work collaboratively for the purpose of solving this current day water conflict. Student groups will be given three weeks to complete this PBL assignment and must create some type of final product in order present the solution they have come up with. Students will use the internet in order to gather and synthesize information. In addition, student groups must select from the following technologies to construct their final product: PowerPoint, website, wiki, Web quest, podcast, or blog. This project is relevant because ancient Mesopotamia is a major unit in our 6th grade curriculum. Also, conflict has plagued the Middle East for centuries and the U.S has been involved in many of those conflicts.
Accommodations
For struggling students or ELL’s, I will provide a list of resources that explain the conflict and my own summary of the issues concerning each country. In addition, students will be placed in heterogeneous groups providing confidence for lower achieving students (Laureate Education Inc., 2009). Some groups who do not feel certain about using the technologies for their final product can present an oral presentation or submit a paper.
Assessment
Formative assessment will be ongoing and take place from my own personal observations and conferences from each group. Assessing overall student learning will take place from their final products and reflection. A rubric will be created for students to access and while creating their final product. The rubric will list my expectations and the elements that will be considered. Likewise, each student will submit a reflection piece explaining their work ethic and what they learned from completing the PBL assignment.
References
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Daoudy, M. (2009). Assymetric power: Negotiating water in the Euphrates and tigris [Electronic version]. International Negotiation, 14, 361-391
International Society for Technology in Education (ISTE). (2008). National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pd
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
Online Oregon standards newspaper. (2001, April). Oregon Department of Education. Retrieved June 28, 2009, from http://www.ode.state.or.us/teachlearn/real/documents/ss.pdf